DOCUMENT RESUME

ED 118 811 CE 006 344

AUTHOR McNeal, James U.TITLE Consumer Education in Texas High Schools.PUB DATE [72]NOTE 55p.; The appended maps will-not reproduce well

EDRS PRICE MF-$0.83 HC-$3.50 Plus PostageDESCRIPTORS *Administrator Attitudes; Consumer Economics;

*Consumer Education; *Educational Assessment; *HighSchools; Interviews; Questionnaires; *School Surveys;State Surveys; Teacher Attitudes

IDENTIFIERS *Texas

ABSTRACTThe study sought to determine a statewide status

profile of consumer education in Texas public secondary schools andto obtain an attitudinal profile of Texas secondary teachers andadministrators regarding consumer education. An introductory chaptertraces the historical development of consumerism and consumereducation. Two different sets of 10 questions which formed the basesfor the status and attitudinal profiles are presented. Aquestionnaire was sent to 500 schools selected on the basis ofenrollment, education and income levels, minority population ratios,and urban-rural characteristics..Responses from 256 schools providedthe status profile which showed that consumer education was generallyincorporated into other existing courses. The attitudinal profile,obtained by means of personal interviews with 56 selected publicschool administrators and telephone interviews with 12 others,indicated receptiveness to the idea of a practical course in consumereducation. Information from the questionnaires and interviews isanalyzed and discussed in detail. The findings of the study aresummarized and five conclusions concerning the development andimplementation of consumer education are presented. An eight-itembibliography and appended material (definitions, mail survey form,interview format, and maps showing geographic coverage of thequestionnaires and interviews) are included. (Author/MS)

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CONSUMER EDUCATION

IN

TEXAS HIGH SCHQOLS.

JAMES U. MCNEAL

U S DEPARTMENT OF HEAL TN,EDUCATION & WELFARENATIONAL INSTITUTE OF

EOUCA TION

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TABLE OF CONTENTS

Chapter Page

I Introduction 1

II Statement of Objectives 8

III Methodology 10

Research Design for Status Study 10

Research Design for Attitudinal Study 11

Field Testing of Data Collection. 12

IV Analysis of Information Obtained byQuestionnaire 14

V Analysis of Information Obtained by PersonalInterviews 22

VI Summary and Conclusions 31

Bibliography 36

Appendices

Appendix A 38

Appendix B 40

Appendix C 43

Appendix D 46

Appendix E 48

LIST OF TABLES

Table Page

I Type of Participating Institutions 14

II Positions of Respondents 15

III Courses Listed as Consumer Education 16

IV Subjects in Which Consumer Education is Taught 17

V Major Topics Covered in Consumer Education 18

VI Reasons for Not Offering Consumer Education 20

VII Description of Schools Surveyed 23

VIII Subjects in Which Consumer Education is Taught 24

IX Preferred Sources of Information for Consumer Education 26

4

CHAPTER I

INTRODUCTION

Consumer concern is not a new, nor even a relatively new field

of study. 1972 will mark 100 years of endeavor in this area, begin-

ning with the first law making it a federal crime to defraud through

the use of the mails.

More than one hundred bills were introduced in Congress between

1879 and 1905 in an attempt to regulate interstate production and

sale of food and drugs. The passage of the Food and Drug Act of 1906

further indicated the federal government's interest in the consumer's

welfare. Most of these bills had no real teeth, and were too piece-

meal in nature.

The 1930's witnessed the upheaval of protest literature and the

formation of independent testing agencies. The 1940's and 1950's saw

very few noteworthy bills. The political and social climate of this

period simply was not favorable to consumer protection due to the

shift in national priorities.

A revival in consumerism occurred in the 1960's with President

Kennedy's special message to Congress calling for federal involvement

with respect to consumer representation. President Johnson subse-

quently followed up by creating the post of Special Assistant for Con-

sumer Affairs and placing this within the Executive branch. President

Nixon considers consumerism a healthy development, and it appears

51

2

that it will continue to be a high priority issue. We are cur-

rently witnessing increased interest not only on the federal level,

but also at the grass roots level. As a result of books, periodi-

cals, speeches, and congressional hearings on the part of such

crusaders as Ralph Nader and Betty Furness, the public is becoming

more and more involved.

Consumer protection, however, is not synonymous with-consumer

education. The former implies legislation and legislation is not

often the most well-received means of regulating an industry. There

is often too little interaction between the regulator, the regula-

ted, and the consumer with resulting hostilities and minimal com-

pliance (on the part of the regulated). There is little doubt that

legislation in some areas is essential for the protection of the

masses. Public utilities are closely regulated because in this in-

dustry the dynamics of a free marketplace no longer exist.

Regulation per se does not guarantee protection for the con-

sumer. In some of the highly regulated industries a problem has

been .the emergence of domination of the regulators by the regulated

by means of powerful lobbies.

If legislation is not the answer, what is? The author believes

strongly in the free market as the best method of price determina-

tion and product distribution. Equip the consumer with adequate

knowledge, and he can exercise the most important function in the

marketplace: choice. Choice alone, however, would be as ineffective

as legislation alone. There must be a balance between education,

6

legislation, and initiative on the part of private enterprise. The

extent to which industry is willing and able to engage in effective

self-policing and self-direction will determine the amount of addi-

tional legislation required.

The views of the professional economist and the high school

teacher on economics differ greatly on the role of consumer educa-

tion in secondary school economics. These two schools of thought

have been poles apart ever since contemporary emphasis on consumer

education began during the early 1930's. The liberal arts approach

was the classical economic theories which many of the advocates of

the life adjustment approach to economics considered too complex

and too abstract for most high, school students. Attempts were

made to broaden economics to include other social studies in order

to make itmore functional and realistic. Problems which students

would encounter were emphasized. This approach was soon to come

under fire. After World War II the economics profession was "appalled"

by the lack of attention given in the high school course to models,

structure, and the analytical tools of the economist.1

In 1960, the Textbook Committee of the American Economic Asso-

ciation stated that "the space given to consumer economics is out

of balance." The Committee felt that personal economic problems

were stressed at the expense of analysis, studies in depth, macroeconomics

1Prehn, Edward C., "Varied Approaches to Consumer Economics,"NASSP Bulletin, October, 1967, p. 37.

7

4

nonprice competition, the role of technology, urbanization and the

concept of welfare.2

As late as 1965, a study sponsored by the New York University

Center for Economics Education found that New York City's high

school teachers leaned heavily toward descriptive, personalized, con-

sumer-oriented economics, while the college economists involved in

the economic education movement strongly favored analytical principles

for high school classes.3

The few texts now in use in the area of consumer-oriented eco-

nomics_have been conspicuous by their omission of the role of busi-

ness in our economy. It would seem that some mention of the ele-

ments of business--the concept of profit, research, marketing, financ-

ing, pricing, advertising (industry-wide codes of ethics for self-

policing, etc.), and the increasing concern by business of its pub-

lic image--would be in order. A few chapters devoted to looking at

these elements of business from their side of the fence before shift-

ing to the consumer's side should help put many issues in their pro-

per perspective. Many large businesses have gone to great lengths

to participate in consumer education programs, publish valuable

guidelines, brochures and pamphlets, and provide speakers. Certainly

business has not done all it could for the consumer, but neither

has it been idle in this area.

2Olson, Paul R., "This is Economics in the Schools," Papers and

Proceedings of the American Economic Review, Vol. LI, May, 1961,p. 564.

30p. Cit., p. 34.

5

According to the suggested guidelines for consumer education

recommended by the President's Committee on Consumer Interests,

the purposes of consumer education are to "help each student evolve

his own value system, develop a sound decision-making procedure

based upon his values, evaluate alternatives in the marketplace

and get the best buys for his money, understand his rights and re-

sponsibilities as a consumer in our society, and fulfill his role

in directing a free enterprise system."4 It is not intended to

direct consumer choices, nor to indoctrinate values. Rather, it

should provide, through experiences, exposure to many alternatives

and opportunities that should aid the consumer in making choices

which are best for him in terms of his own values.

The demand for more relevant courses by teenagers throughout

the nation has never been more actively voiced. They want a cur-

riculum that relates to their own experiences, and, according to

Esther Peterson, the President's past Special Adviser on Consumer

Interests, few courses in high school are as relevant to today's

world as those that affect the consumer.5

Teenagers alone, ac-

cording to one estimate, wield about $50 billion annually in pur-

chasing power and direct buying influence.6 This, coupled with

4Suggested Guidelines for Consumer Education, Washington, D.C.

(The President's Committee on Consumer Interests, Nov., 1970), p. 2.

5Peterson, Esther., "Things Go Better With Consumer Education,"

The PTA Magazine, May, 1966, p. 9.

6Lachenbruch, David, "Youth on the Block," The Houston Post,

August 24, 1969, p. 4.

9

6

indirect purchasing influence, accounts for about 15 percent of the

total U.S. expenditures for goods and services.7

Since everyone is a consumer all his life, it would seem desir-

able, if not imperative, that schools provide education that will

enable students to be informed and conscientious consumers of those

_goods and services needed. Our present educational system appears

not to give serious recognition to this significant human activity.

The Office of Education reports that only about one percent of our

nation's schools teach a course entitled Consumer Education.8 It is

true that "bits and pieces" of consumer education are taught in such

course areas as home economics, science, economics, and mathematics.

But in our type of economy, a little learning can no longer serve

our needs.

There is a growing recognition of the need for more consumer

education in our elementary and secondary schools. The President's

Council on Consumer Affairs is actively seeking a nation-wide pro-,

gram of this nature. Education Commissioner Harold Howe strongly

supported the need for consumer education in the public schools, and

Commissioner Marland now actively supports it. The state of Illinois

is requiring all students in grades 8 through 12 to study courses

which include instruction in consumer education.9

A separate course

7Ibid., p. 5.

8Peterson, Esther, op. cit., p. 8.

9Guidelines for Consumer Education, The Office of the Superintendent

of Public Instruction, state of Illinois, June, 1968, p. 1.

10

7

is in the planning stage. At present, Hawaii is the only state in

the Union requiring a course in consumer education for high school

graduation.10 Several other states are working with this idea, and

others show interest. Of particular interest is consumer education

for youngsters from underprivileged backgrounds.

If education must be concerned with the whole person, his

whole environment, his whole life, then it must change insofar as

society changes. As we shift from a predominantly producer-oriented

to a consumer-oriented economy, our schools must reflect that trans-

formation.

10"Hawaii Pioneers Class in Consumer Education," The Houston Post,February 21, 1971.

11

CHAPTER II

STATEMENT OF OBJECTIVES

The objectives of this study are twofold: (1) to determine a

status profile on a statewide basis with regard to consumer,educa-

tion in Texas public secondary schools, and (2) to get an attitudi-

nal profile of Texas secondary teachers and administrators regarding

consumer education.

Answers to the following questions were solicited on behalf of

the status profile.

1. To what extent is consumer education being taught in secon-

dary schools?

2. Is the subject required or elective?

3. Is the subject a one semester or one year course of study?

4. Is the subject a complete course, or part of another?

5. If it is a separate course, what is its title?

6. At what grade level is it offered?

7. What are the major topics of the courses offend?

8, What texts and materials are used?

9. What are the goals of the courses?

10. What are the future plans, if any, for such a course?

The attitudinal profile was designed to answer the following

questions.

1.2

8

9

1. What is felt to be the optimal grade level for it?

2. Should it be required or elective, integrated or separate?

3. Would any certain "type" student best profit by this course?

4. Is there a preference as to teacher's academic background?

5. Are there preferred sources of instructional materials?

6. How receptive are students to this type of course, and is

this opinion or is it substantiated?

7. What are the specific problems of starting such a course?

8. Would this course overload the students if made a require-

ment?

9. Does the size of the school have anything to do with its

ability to add a new course?

10. Is funding of such a course an obstacle?

The status profile will define the extent and nature of consumer

education and relate this data to demographic characteristics of the

state. The attitudinal profile will indicate the climate for develop-

ment of consumer education in Texas.

13

11110.1.1

CHAPTER III

METHODOLOGY

In order to accomplish the objectives of this project, the follow-

ing procedures were used. The first step was to design an initial

data-gathering instrument which was used to survey the present sta-

tus of consumer education in Texas. Information obtained was then

used to develop data collection instruments and interview techniques

which were subsequently used with five hundred selected high schools

in the state. After the data collecting instruments and interview

techniques were field tested at seven Texas high schools, sixty

additional high schools were selected for personal interviews out of

which fifty-six useful interviews were obtained. Telephone inter-

views were used for twelve schools due to the extreme distances in-

volved and the limited funds available for travel. This gave a to-

tal, of 68 personal interviews and 256 mail responses.

Research Design for Status Study

It was decided that out of the approximately twelve hundred

secondary public schools in Texas, a sample of five hundred would

be mailed a questionnaire. A return of 25%, or one hundred twenty-

five responses was deemed necessary for the study. The actual re-

turn was slightly over 50%, or two hundred fifty-six useful responses.

10

14

11

Both large and small schools in both rural and urban areas were

included in the sample, A map of the state of Texas was used to pro-

vide balance on a geographical basis. A City and County Data Book

was used for purpw.%; of determining areas of certain income and

educational levels, minority population ratios, and urban-rural

characteristics. A Texas Public School Directory, compiled by the

Texas Educational Agency in Austin, was used to obtain the names

and addresses of the schools themselves. A questionnaire (see Ap-

pendix B) was mailed to each school principal along with a stamped

self-addressed envelope. All but a few of the respondents replied

within a few weeks.

Research Design for Attitudinal Study

Within approximately two months of the mailing of the question-

naire a followup wave of fifty-six personal interviews was conducted.

This survey differed somewhat from the mail questionnaire and ob-

tained additional data as well as reinforced the ,mail responses.

The procedure for the in-depth personal interview was a series

of unstructured, open-ended questions (see Appendix C). This form

was not carried into the interview and the interview itself was in-

formal. A cassette recorder was used'after permission was granted

by the interviewee. Objections to the use of the recorder went

unchallenged. Only nine of fifty-six administrators so objected.

In the case of small schools, the superintendent was inter-

viewed whenever possible. The principal or vice-principal was

15

12

interviewed in the medium and large schools. In no instance was a

teacher, supervisor or curriculum director interviewed, the purpose

being to uncover prevalent attitudes on the part of the administra-

tion that might prevent the development of consumer education.

The telephone interviews were conducted following the fifty=

six personal interviews. It was felt that this procedure would re-

inforce the credability of the information obtained. .

As previously indicated, the responses were well scattered.

They were viewed from every standard metropolitan area as well as

schools within towns of less than five hundred population. Re-

sponses from small and large schools within the metropolitan areas

were obtained.

Field Testing of Data Collection

Six public secondary schools within the state were selected for

the purpose of field testing the data collection instruments and

interview techniques. These schools included one class B school,

one class A school, one class 2A school, two class 3A schools, and

one class 4A school. It was thought that the 3A schools would be

most representative of Texas secondarY schools.

In only two instances was the researcher denied permission to

conduct the interview. In both cases a directive from the school

board required a formal request be sent to the main office for

approval along with a copy of the research proposal two weeks in

1..6

13

advance of the proposed visit. The researchers were unaware of this

condition and therefore failed to comply with the policy.

The interviews lasted from 15 minutes (in only one case).to an

hour and 15 minutes. The typical interview varied from 30 to 45

minutes.

Interest in this project was expressed by virtually every one

of the fifty-six administrators. Each administrator was offered a

summary of the research findings upon completion of the project, and

all but one requested it. The interviews were characterized by a

great deal of cooperation and enthusiasm on the part of these busy

people. This effort was appreciated.

17

CHAPTER IV

ANALYSIS OF INFORMATION OBTAINED BY QUESTIONNAIRE

The initial phase of this study was to send a questionnaire to

five hundred Texas public secondary schools selected on the basis of

enrollment, education and income levels, minority population ratios,

and urban-rural characteristics. The addresses were obtained from

the 1969-1970 Public School Directory published by the Texas Educa-

tion Agency in Austin, Texas. These questionnaires were returned by

two hundred fifty-six schools contacted, or 51.2% within the pre-

determined time allowed for responses. Fourteen additional question-

naires subsequently "trickled in" within the following month.

The types of schools (by enrollment) and percentages of returns

are given in Table I.

Table IType of Participating Institutions

Size Number Sent Number Returned Percent

Small 93 49 52.7

Medium 142 78 54.9

Large 265 129 48.7

TOTALS 500 256 51.2

Medium-sized schools had the highest percentage of returns,

followed by small schools and large schools, respectively.

14

18

15

Table II shows the positions of the respondents by size of

schools who participated in the study. Classroom teachers 'and "others"

(primarily curriculum directors) accounted for the greatest number

of responses.

Size ofSchool

Superin-tendent

Table IIPositions of Respondents

Vice-Principal Principal Teacher Other Total

Small 3 12 30 4 49

Medium 15 7 39 17 78

Large 55 23 51 129

TOTALS 82 7 92 72 256

Of the two hundred fifty-six respondents, one hundred forty-

seven (57.4 percent) indicated that consumer education was taught

in their school. Only forty-one (27.7 percent) of the respondents

whose schools taught consumer education did so as a separate course,

while eighty-eight (59.4 percent) taught it on an integrated basis

(with another course), and nineteen (12.9 percent) taught consumer

education on both a separate and integrated basis.

Fifty-seven respondents who stated they offered consumer edu-

cation as a separate course gave course titles. Table III gives

a summary of these figures.

19

16

Table IIICourses Listed as Consumer Education

Titles Number of Respondents Percent

Consumer Education 40 70.2

Consumer Math 12 21.1

Consumer Problems 1 1.7

Personal Money Management 1 1.7

Distributive Education 3 5.3

TOTALS 57 100.0

The majority of schools (66.7 percent)_offered one-half unit

of credit toward graduation for consumer education. Fifteen re-

sponses (26.3 percent) offered it for one unit of credit and four

(7.0 percent) offered two units of credit. It is believed that in

the latter case there was a misinterpretation of the question. The

two units would probably be in the area of vocational education and

would be an integrated basis rather than a separate course. Distri-

butive education, for example, is a two-year course of study that

generally incorporates some degree of consumer education but is

not consumer education per se. In no case was consumer education

required for graduation.

The vast majority of students took consumer education in either

the eleventh or twelfth grade: These two years accounted for 79.4

percent versus 14.7 percent for the tenth, and 5.9 percent for the

ninth. (The figures are based on 68 responses.)

2 0

17

A breakdown of the courses in which consumer education is taught

on an integrated basis is given in Table IV. Home economics carries

the bulk of the load. The course entitled "Home and Family Living"

is taught with the Home Economics Department, thus raising the total

figure. The row entitled "Other" is composed of vocational agricul-

ture and distributive education.

Table IV*Subjects in Which Consumer Education is Taught

Name of Course Percent Number

Home Economics 70.8 80

Economics 27.4 31

Home and Family Living 25.6 29

Consumer Math 25.6 29

General Business 21.2 24

Other 21.2 24

*Based on 113 responses

The major topics covered in consumer education when taught on

an integrated basis are illustrated in Table V. Buying was the to-

pic most frequently mentioned and the one on which most emphasis

was placed. A number of areas such as the government's role in

fradulent and deceptive practices, and even a general look at the

businessman's side of the picture were absent.

21

18

Table VMajor Topics Covered in Consumer Education

Topic Number Percent

Buying 64 50.8

Credit 47 37.3

Management (Choice-Making) 31 24.6

Budgeting 27 21.4

Interest Rates (Installment Buying) 19 15.1

Insurance 14 11.1

Other areas tallying less than ten responses included, in des-

cending order: investments, banks and their use, savings, and

advertising.

The three most frequently mentioned sources of information for

teaching consumer education mentioned were resource people (e.g.

bankers, attorneys, representatives from insurance agencies and

retail establishments, etc.),Tews media and newspapers, and text-

books. In no instance was the name of a text mentioned. Maga-

zines, films and visual aids, pamphlets and government publications

were also listed in descending order of frequency. A number of the

pamphlets listed were short, specific purpose readings (e.g. "How

to Buy a Car"). Fewer of the smaller schools listed resource

people as a source of information.

To the question regarding obstacles encountered in the teach-

ing of consumer education, when and where it was taught, only fifty-

three schools responded with problems. Over half of these (30) gave

22

19

reasons of-lack of textbooks and teaching materials. Eight responses

(16.3 percent) said lack of time to cover the subject properly. The

remaining answers included: lack of money and qualified teachers,

lack of student interest, and the need for a curriculum guide. The

other answer--"no problems"--was given by fifty-two of those who

were offering the course.

Of those schools not presently offering consumer education,

twenty-nine (24.5 percent) plan to offer it within the next two years.

Thirty-nine (32.5 percent) do not plan to offer it, and fifty-two

(43.5 percent) answered "don't know". Many of those not planning to

offer it, however, expressed a desire to do so. Of eighty total re-

sponses in this category, sixty-one (76.3 percent) said they did want

it.

A total of ninety-one schools listed reasons why they did or

did not want to offer consumer education. Thirty-five answers (38.5

percent) were concerned with the latter. Ten felt that they had

the information integrated into other courses. The remaining twenty-

five gave the following reasons for not offering it: other courses

needed first, size of school, lack of funds, lack of student inter-

est, not in curriculum guide, lack of qualified teachers and not in-

formed on what consumer education actually represents. Many of

these answers were given in response to the previous question re-

garding obstacles encountered in teaching consumer education. Some

also appear as basic reasons why it is not being taught currently

in many systems.

23

20

Of the remaining fifty-six schools desiring to offer consumer

education, twenty-five (27.5 percent) stated there was a definite

need. Sixteen (17.6 percent) felt it would help students be better

self-managers when they left school. It was thought to be a much

desired course, especially for those not college bound and in the

lower income range. The years in high school would be their last

chance before learning the hard way--by trial and error.

The reasons for not offering consumer education, even though

it was desired, are illustrated in Table VI. Lack of funds and per-

sonnel and the size of the school account for well over half of the

total responses (57.1 percent). It is interesting to note that only

five schools (7.7 percent) thought other courses were needed more than

consumer education.

Table VIReasons for Not Offering Consumer Education

Reasons Number Percent

Lack of funds and personnel 26 40.0

Size of school 11 16.9

Lack of demand 9 13.8

Lack of space 6 9.2

Other courses needed first 5 7.7

Administrative approval 3 4.6

Don't know 3 4.6

Lack of information 2 3.1

TOTALS 65 100.0

24.

21

Summary

The majority of the secondary public schools that responded to

the mail questionnaire stated that.they taught consumer education

in some form. It was primarily integrated into other courses. Only

forty-one out of two hundred fifty-six offered it as a separate

course.

Consumer education, when taught on either a separate or inte-

'graded basis, was most frequently handled by the Home Economics De-

partment. Typically it was an elective (when a separate course),

carried one-half unit of credit toward high school graeuation, and

was offered on the junior and senior level. No public school re-

sponding required it for graduation.

Resource people, the news media and booklets accounted for the

main methods employed in the teaching of consumer education with

the former carrying considerable weight. The main topics were buy-

ing, credit and choice-making.

The vast majority of the public schools professed a desire to

offer consumer education. The most frequently mentioned reasons

for not teaching it even though they desired it were: lack of funds,

lack of qualified teachers, and size of school. Basically the two

former reasons stem from the size of the system.

The personal interviews were designed to probe more deeply

into much of the above data as well as obtain additional data. They

will be discussed in the next chapter.

CHAPTER V

ANALYSIS OF INFORMATION OBTAINED BY PERSONAL INTERVIEW

Description of Sample

A purposeful sample of sixty public secondary schools, from

which fifty-six useful interviews were obtained, was used. The intent

was a well-rounded sample that included schools with minority groups,

non-college bound students as well as college bound, large and small

schools, both urban and rural, and schools with many ranges of socio-

economic groups of students.

Geographical coverage for the personal interviews ranged from

the eastern parameter of a line beginning at Corpus Christi and run-

ning north through San Antonio, Austin, Waco, Ft. Worth-Dallas,

eastward. Selected cities for the rest of the state were contacted

by.means of a telephone interview. All of these interviews (per-

sonal and telephone), as well as the mail questionnaires are illus-

trated in Appendix E by means of a color code.

Table VII is a breakdown of the schools surveyed by enrollment

and classification. More 4A schools were surveyed because previous

data indicated that large schools are more likely to be innovators

than small ones due to the availability of money, enrollment, and

facilities.

22

Enrollment

23

Table VIIDescription of Schools Surveyed

Classification Number

Less than 119 B 5

120-229 A 5

230-499 2A 4

500-1099 3A 13

More than 1100 , 4A . 29

Analysis of Data

Of the sixty-eight administrators interviewed, fifty-one (75.0

percent) thought that consumer education should be taught at the

junior-senior level. One respondent wanted to see it offered as

early as the eighth grade, and the remaining sixteen were split six

at the freshman level and ten at the sophomore level. This cor-

responded closely to the levels at which it was actually taught in

most schools.

Most administrators (80.4 percent) wanted to see consumer edu-

cation integrated into the other subjects with some emphasis from

that particular discipline as well as taught as a separate course

(65.5 percent). It was thought that it should be taught at several

levels (66.1 percent) rather than as a one-shot course.

The courses in which consumer education is currently being

taught are shown in Table VIII. Home. Economics was listed as the

major source of information concerning this subject, which reinforces

27

24

the findings in the previous chapter. "Home and Family Living" was

the title of the specific course in Home Economics most frequently

mentioned. Economics retained its relative percent but was behind

business math and the vocational courses in this followup study.

Disapproval was expressed concerning the economics approach which

was thought to be too theory-centered with too little consumer orien-

tation.

Table VIIISubjects in Which Consumer Education Is Taught

Name of Course Number Percent

Home Economics 42 75.0

Consumer of Business Math 28 50.0

Vocational Courses 24 42.9

Economics 15 26.8

Business Courses 11 19.6

Social Studies 9 16.1

English 1 1.8

Industrial Arts 1 1.8

Of the sixty-eight schools surveyed, only six (8.8 percent)

actually offered such a course. Two others said a course was to be of-

ferred for the fall semester. One of these two, however, was to be

a minicourse (a two-week course).

Fifty-six of the sixty-eight public schools (82.4 percent) indi-

cated they thought all students should have consumer education. There

25

was a slight overlapping of responses to the question. Of thirteen

respondents that stated that this subject would be of particular

benefit to the underprivileged and non-college bound, eight also

said it should be available to all students. The typical response

was that if it were good for one group, it should be beneficial

to all groups and thus should be made available to everyone.

There was no preference as to type of teacher with regard to

gender. As for educational background, forty-one of eighty-five

responses (48.2 percent) favored business administration. Many

interviewees gave more than one discipline (e.g. business adminis-

tration or home economics), and each was noted. Home economics and

experience followed closely with eleven and twelve responses (12.9

percent and 14.1 percent) respectively. The majority of the adminis-

trators indicated they thought the teacher of consumer education

should have a broad educational background.

Only two administrators (2.9 percent) stated they saw no need

for formal coursework on the college level as preparation for teach-

ing consumer education. These two felt that visiting other schools

offering the course, a bibliography of preferred sources of infor-

mation and "digging it out" would suffice. All the remaining ad-

ministrators preferred formal training. Twenty-three (33.8 percent)

wanted a minimum of a three-week workshop, and thirty-eight (55.9

percent) wanted at least a six-week summer session. This makes an

89.7 percent cumulative figure preferring at least some formal

29

26

education. The remaining five schools (7.4 percent) wanted a full

summer (1) or more (3). The above figures are minimums. Many of

the thirty-eight above said six to twelve weeks and were recorded

at the lower figure.

A glance at the responses regarding sources of material for a

course in consumer education points to a lack of information regard-

ing a text and a desire to see current literature play a major role

as a source of information (see Table IX). Only two principals

were aware of a text in this area. Twenty-six respondents (38.2 per-

cent) stated that any text used should not be theory oriented.

Rather it should be pragmatic in its approach and deal with current

issues. The remaining administrators stated that they would favor

such a course provided it was relevant and practical.

Table IXPreferred Sources of Information for Consumer Education

Source Number of Responses Percent

Don't know 32 47.1

Current literature 16-, 23.5

Govt. publications, brochures 10 14.7

Resource people 7 10.3

Film strips and field trips 2 2.9

Consumer math text 1 1.5

TOTALS 59 100.0

30

27

This information differed from the information gathered in the

mail questionnaire in which resource people, news media and newspapers,

and textbooks ranked one, two and three respectively.

Forty -seven administrators (69.1 percent) said they thought the

students would be receptive to such a course, five (7.4 percent) said

they thought students would be neutral (average interest would be

shown), and sixteen (23.5 percent) said that they didn't know how

the students would react. Of the former forty-seven, thirty-one re-

sponses (66.0 percent) were substantiated and sixteen (34.0 percent)

were opinions. Polls and requests by students for such a course

were the basis for the twenty-six substantiated responses.

If offered as a separate course, only six of sixty-eight admin-

istrators (8.8 percent) thought it should be a required course. Of

the (four) schools now offering consumer education as a separate course,

all offer it as an elective and all offer one half unit credit. Fifty-

nine administrators (86.8 percent) stated they would want to offer it

as one half unit course. (This is basically in agreement with the re-

sponses obtained in the mail questionnaire.)

Funding was not considered a major problem by the administrators

except indirectly. Fifty-seven (83.8 percent) stated it was no prob-

lem and eleven (16.2 percent) that said it was. Most of the latter

were small schools. Because consumer education would not require any

special equipment, funding for the course would consist mainly of pro-

viding a classroom, textbooks, and a teacher. Subscriptions to a few

31

28 .

additional periodicals for the library would be in order, but all

of these are relatively minor. The main qualifications of the answers

to the funding problem will be discussed in the material dealing

with the size of the school.

It was stated by forty-two administrators (61.8 percent)

that requiring consumer education would result in overloading the

students. When asked if consumer education could be substituted

for a course presently being required, five small schools and three

large ones (11.8 percent) said yes. Seventeen administrators (25.0

percent) said no substitution could be made, and thirty-five (51.5

percent) responded with the question, "What would it take the place

of?" Virtually every administrator in the latter category would

then list the state requirements to illustrate the difficulty of

an answer to this question. Two administrators replied that this

would be up to the Texas Education Agency and would not respond

any further.

The vast majority of administrators (94.6 percent) agreed that

the size of the school (in terms of enrollment) has a great deal to

do with that schools' particular ability to offer a new course. The

small schools said their teachers are stretched to a maximum now.

They only have so many classroom tee,cher units and the addition of

anew course might require the addWon of another teacher. If so,

this would place a financial burden el the school district if the

money had to come from local rather 6an state funds. This was con-

firmed by virtually all of the large and medium sized schools.

32

29

Textbooks and other teaching materials were said to be a prob-

lem by the administrators at all levels. The large and some medium

sized school systems would have an advantage regarding resource

people simply because of size.

Getting qualified people to teach in this area caused a good

deal of concern on the part of most administrators in the small and

medium sized schools. If only one section was taught or offered,

it would mean the teacher would have four sections of something other

than consumer education. If the latter happens to be in an entirely

unrelated discipline, this could present a very difficult problem

in recruitment, especially in the smaller schools.

Summary

The administrators interviewed appeared very receptive to the

idea of a practical course in consumer education. It was thought

that it should, at the present time, be offered as an elective for

one-half unit of credit to all students.

Business administration and home economics were the two disci-

plines most often mentioned as desired backgrounds for potential

teachers of this subject. There was no preference by sex, but ex-

perience in some place of business was frequently cited as desir-

able.

Formal training on the college level was thought to be not

only desirable, but essential. A minimum of a six-week summer

session was most often suggested.

33

30

Most administrators were unaware of a text in consumer educa-

tion. They generally felt that the nature of the course demanded

current literature and materials and that a textbook should be used

only as a general guideline, and that student demand for the course

would be inversely proportional to the degree of theory involved.

The majority of administrators stated that consumer education

should not be made a required course initially because of the cur-

rent requirements and their desire to have as few additional required

courses as possible. The substitution of consumer education for a

course presently required would be a possibility, but this would re-

quire a statewide re-evaluation of present courses.

Over ninety percent of the administrators agreed that the size

of the school system bears directly on its ability to offer new

courses. The smaller the school, the more difficulty, and vice

versa. The difficulties lie in primarily securing adequate faculty

and student demand.

34

CHAPTER VI

SUMMARY AND CONCLUSIONS

This chapter is presented in two sections. The first section_

contains a summary of the study and the second section is directed

toward some conclusions.

Summary

The high school curriculum like many other aspects of academic

life at all levels, is being subjected repeatedly to strong demands

and pressures. The problems created by the increasing demand for

greater depth and breadth in educational opportunities by all seg-

ments of the population, the rapid expansion of knowledge, and the

adaption of technology to all types of educational use have seemed

almost insurmountable to everyone in curriculum development. The

cry for relevancy echoes-'across the nation.

A review of the literature reveals that although most public

schools are aware of the, need for more relevancy in the curriculum,

few are sure of the direction to take. Simply offering a. large

number of courses is not enough. It is possible that a new look

should be given to state requirements for graduation. If these

requirements are to be a foundation to equip people to live in a

society beset with problems more complex than those of any other

31

32

era, there are some deficiencies. One of these deficiencies is the

large void in the area of preparation for practical, everyday life.

A total of three hundred twenty-four public schools within the

state of Texas participated in this study. Data were collected by

an initial inquiry questionnaire. Analysis of these data aided in

the preparation of subsequent data-collection instruments to be

used in personal interviews.

The purpose of the study was to develop both a status and an

attitudinal profile of consumer education in public secondary schools

in Texas. This was done.

The status profile, obtained by a mail questionnaire sent to

500 selected public secondary schools scattered throughout the.

state, Shows only a small minority of the schools offering consumer

education as a separate course. It is generally incorporated into

other existing courses. When taught as a separate unit, it is an

elective carrying one-half unit of credit, and offered in the junior

or senior year.

Resource people, the news media and textbooks (in this order)

were the main methods employed in the teaching of this'course when

taught separately.

The size of the school system plays an important role in its

ability to offer new courses, up to a point. Generally the smaller

the school, the more difficulty encountered, and vice versa up to

the higher end of the medium-sized schools (i.e:, approximately

700 enrollment) 'where size becomes a very small factor.

36

33

Schools not offering consumer education listed lack of funds,

lack of qualified teachers, and size of school as the main deter-

rents. The two former reasons basically stem from the latter.

The majority of schools surveyed professed a desire to offer

such a course, provided it were of a practical nature rather than

theory oriented.

The attitudinal profile, obtained by means of personal in-depth

interviews with fifty-six public school administrations and tele-

phone interviews with twelve other administrators, indicates a

favorable and receptive climate for the development and implemen-

tation of consumer education into the present curriculum. Over

three fourths of the administrators wanted to see it as a separate

course offered in the junior or senior year.

The general concensus was that consumer education should carry

one-half unit of credit and be offered as an elective. The latter

was invariably qualified with "at the present time." Many adminis-

trators stated that a new look should be given to required courses

both on the state and at the local level.

The vast majority of administrators agreed that all students

should have consumer education. The typical response was that if

it was good enough for one group, it should be beneficial to all

groups, and thus, be made available to everyone.

Business administration and home economics were the two dis-

ciplines most often cited as preferences for educational background.

37

34

Over ninety percent of the administrators wanted some type of formal

training for their teachers, and the majority of these favored a

minimum of a six week summer term.

The general theme regarding material for such a course was that

it should be current, relevant and pragmatic. It was thought that

students would not be receptive otherwise. Many administrators

expressed disapproval of a theory-centered approach for a course de-

signed to make the students more aware of their roles as consumers.

A text was thought to be appropriate as a general guideline.

Funding was not thought to be a problem except in small school

systems where the more limited facilities and teachers would impose

a difficulty. There is generally less flexibility in a small system

than in a large one and additions to present offerings could result

in an expense to local rather than state funds.

Conclusions

The study revealed an absence of a standard procedure among

Texas public secondary schools regarding the addition of new courses

to the curriculum. New courses generally appear as a result of

student demand or teacher initiative. The climate of the adminis-

tration then plays a significant role as to whether or not the

course will be added.

That consumer education should be a practical course relating

to the immediate needs of the student rather than theory oriented

was stressed by the bulk of administrators interviewed. Current,

up-to-date materials should be'used and a current textbook adopted

by the state.

38

35

Some provision needs be made for disseminating information re-

gardihg consumer education (its approach, what it should consist of,

amount of credit, whether or not it should be required, and certi-

fication for teaching) on a statewide basis. This need was evident

by the desire on the part of virtually every one of the administrators

to see a course outline and the specific objectives of such a course.

Obtaining qualified faculty seemed to pose a major difficulty.

Interest in consumer education is gaining momentum on a na-

tional basis and has been made a state requirement for graduation

in Hawaii beginning in the spring of 1971.8

The quickest and easiest method to implement consumer education

in the curriculum is to integrate it into other courses. This has

its drawbacks in that all the teachers have to cooperate and be in-

formed themselves. It is also hard to avoid duplication where it

is integrated into more than one course.

8The Houston Post, Sunday, February 21, 1971.

39

BIBLIOGRAPHY

Guidelines for Consumer Education, The Office of the Superintendentof Public Instruction, state of Illinois, June, 1968, p. 1.

"Hawaii Pioneers Class in Consumer Education," The Houston Post,Sunday, February 21, 1971.

Lachenbruch, David. "Youth on the Block," The Houston Post, August 24,1969, p. 4.

Olsen, Paul R. "This is Economics in the Schools," Papers and Pro-ceedings of the American Economic Review, Vol. LI No. 2:564-567, May, 1961.

Peterson, Esther. "Things Go Better With Consumer Education," ThePTA Magazine, May, 1966, pp. 7-9.

Prehn, Edward C. "Varied Approaches to Consumer Economics," NASSPBulletin, October, 1967, pp. 34-40.

Public School Directory, Austin: Texas Education Agency, Bulletin689.

Suggested Guidelines for Consumer Education, Washington, D.C.: ThePresident's Committee on Consumer Interests, November, 1970.

40

APPENDICES

41

APPENDIX A

Definition of Terms

42

DEFINITION OF TERMS

Public secondary schools in the/state of Texas are classified

with respect to enrollment. These classifications are:

Class B - A secondary school with an enrollment of fewer than

11.9 students.

Class A - A secondary school with an enrollment of at least 120

but less than 230 students.

Class 2A - A secondary school with an enrollment of at least 230

but less than 500 students.

Class 3A - A secondary school with an enrollment of at least 500

but less than 1100 students.

Class 4A - A secondary school with an enrollment of 1100 or more.

The above figures are based on the average daily attendance (ADA)

of a school for one year.

The first three categories are referred to as "small" schools,

Class 3A is referred to as "medium", and Class 4A is referred to

as "large".

39

43

APPENDIX B

Mail Survey Form

44

CONSUMER EDUCATION QUESTIONNAIRE

1. Does your school teach any consumer education? Yes No

(If yes, continue to Question 2; if no, skip to Questions 8 and 9.)

2. In what form is it taught?

A. As a separate course (if so, continue to Question 3,then 5).

B. Integrated with one or more courses (go to Question 4).

3. If it is a separate course,

A. What is its title?

B. How much credit for it toward a high school degree? 1/2 unit

1 unit other

C. Is the course required for a high school degree? Yes No

D. At what grade level is it usually taken? 9 10 11 12

4. If the subject is integrated into one or more other courses,

A. What courses mainly?

B. What percent of these other courses are devoted to the subject?Please give approximate percent for each course for consumereducation.

5. If your school does teach consumer education, either as a separateor integrated course, would you list three of the major topicscovered in descending order of emphasis. (That is, number onewould be the topic receiving the greatest emphasis.)

1

2.

3.

4

41

42

6. If your school does teach consumer education in some form, wouldyou list three of the most important sources (in addition to theteacher) of materials, in descending order of importance, in youropinion.

2.

3.

7. If your school does teach consumer education in some form, arethere any types of obstacles? (That is, are there any problemsyou encounter that influence effectiveness?)

Yes No If yes, would you briefly describe them/'

8. If your school does not teach consumer education in some significantform,

A. Does it plan to do so within the next two years? Yes No

B. Do you wish to have such a topic taught at your school?

Yes No

C. Briefly, why do you wish to have or not to have such a course?

9. If you do wish to have consumer education taught at your schoolbut it is not being taught, what is the basic reason(s)?

Your Title (Signature is optional)

If you wish to have a free summary of the findings of this study,

please check here El

46

APPENDIX C

Interview Format Used WithPublic Secondary School Administrators

47

TOPIC QUESTIONS

I. Opinions about the level at which CE should be taught (integratedor separately).

A. Level - levels, several levels, continuously, etc.

B. Do they know the various levels at which it is taught in somemanner?

II. Do they feel there is a certain "kind" of student that should havethe course?

A. All students

B. Girls - boys

C. Underprivileged - Privileged

III. Is there a best type of teacher?

A. Gender

B. Educational background

IV. Are there preferred books or sources of material?

V. How do students feel about such a course? Is this opinion orsubstantiated?

VI. What are the problems of installing a separate course?

A. Funds - specifically?

B. Overloading students requirements if it is required? (Couldit take the place of something else?)

C. What does the size of the school have to do with it?

1. Does this mean faculty

2. Students

3. Administration

4. Or what?

44

48

45

VII. Other Information

VIII. Tone - attitude in general toward consumer education

49

APPENDIX D

Geographic Coverage of Mail Questionnaire'

50

Canadian

*Borger

Estacado

view

to dadaLittlefield

Leralland

Lisette__

Wichita F

f`Burttlaurnet

INoco

Bova

Seymour

ownfieTahoka Haskell

Stamford

0 Olney

("Graham

Dent

SnyderAnson

Kermit

Sweetwate

ig Spring

bilneColorado Cisco

er Clelgurne

Stephenville. 9,

ODubIrnj IC bozo

autm%

heal.

Sierra Biases

VanH

onahans

San Angel

F rt Stockton

Gamey.

Brady

Menard

nction

Stockton

Plateau

0 San Saba

Lampasas Betio

GrLlano°

Georgetown

Mart

Marlin

le

Edwards Plateau K.Roci,sorineP

'HeSun Marco.

cl Rio San AntonSabinal Hondo

likkacketivilleEmory

7318. Pk D'Harus

mutilate

Pearsall

Gonzafis

Nrton Yoakum

Eloresville Cuero0Yorkto

3 Runge oneernes City

Kenedy

Location of Cities in Questionnaire

51

nee Puoit15istal-eltr

CarricoSorthgs

-Nr

Palacios0011ey

Gardendale Threip Rivers

Cotulla

Enema!

Woodsboro

SintonTalt

San Diego

Benavides

BebOronvtleF alt urrim

Raw,

Rio Grande Cityfr,Idinb

en`I.iC _Reynosa

nd Ile

HarlingenStarr Bonito

Aransas Pass

Corpus Christibetown

MatnmoroteBrownsville

Wichita F

Seymour

11Su urneru

ofHartioon.11cona

Doper

Haskell

tamford

bilene et

CiSCO lestiandStephemIle

0 Oub tau

1.Zm'n`49(Hamilton

wnwood

OTt

Cle `arse

II' labors

Jefferso

GilmerMaas

Grotto It

Trinity

)San SabaLamoasaT4--! Belton

enard .

Gr

Georgetown

Cwte

Nacogdollpe!

LoOtin

Jasoor De

mngstcn

Tay lo

notionOnto!

Sdst e0

Wood Maw

San Antonabinal Hondo

Sus Nloacus

runnier.

Smithuil le

tui,np 'rlaelder

Port AhitrNrevtown

'111

La PorteI

Texas City

GalvestonD'Hanrs

Gonza is

N. ronroresvore

Pearsall

Dr Iley

Gardendale

erton

5 City

Kenedv

Cuero

aw

Runge

oserberg

amen Alvin

I C ooBoy City

Fr efP0,10

Bomar

San Dreg°

SellaVCgeS

inoosboro

PassOde

Corpus Christi

Pa loans°

HebbronvrilF.3,1.rrra

Rdoi iii;1,111e

Grande City

Harlingen1 kt 1.1 n":- ' .-.Sall Bonito

!intik?. 6 a* Harlingen...Qrr

........tynosaBrovaunille

Ntatnatonne

52

APPENDIX E

Geographic Coverage of Personal Interviews

53

Canadian

°Border

Am

Henan etlington

Memohi

Estacado

view

Flo dada

littletietd_baentrrn Reken4Wichita F

Nocona

nameowie

Lubbock Seymour

ro nfie

0 Olney

Tahoka Hastier

Stamford

Oecatu

Den

Snyder Anson

Swaetwta bilene

Colorado

II

Kermit

Midland

Odom.

id Spring

Zer CleburneCisco Eastland

Stephenwl le 0

ODublint

aufmano

haehi

onahans

Sierra Sienna

Van

San Angel

Hamilton 0

Goldthwaitel

0 San SabaLampasas

Fort Slot/don

Ready

°Nlenard

0 Mart

0 Marlin

eai

Ten

BelloHearne

Stockton

Plateau

Llano°

nchon

Gr

Georgetown

fresid

Edwards Plateau

el Rio

,1Carnp Wood

San AntonSubmit Hondo

SetIntie O Hanes

U ride

Pearsall

Son Mum

1.1.111f eta

Smithvitte

lyhn Waetder

"in 'Gonzales

Nixon 0Fforesvale

Location of Cities in Personal Interviews

5 4

nklei.rma

CarrlitoSprings

Gilley

Gardendate

irons Car

Kenedy

Yoakum

Cuero

0Yorhtow

0 Runge

IC

dna

Palacios0

41

Beeville

Formal

Alot Ble

11 eb bronv it leradar

Rawl rodviue

\\v....Rio Grande City Ihdrnbnlrrt

41".39." c.4,M hReynosa

tv,

Aransas Pass

Corpus Christi

rPHarlingenSon Benito

Brownsville11qtaniorox

Bowie

ParisBonham

Te xarkana

Oman,

Dent

ViirtRer Cleburne

511 Jail

PhenvIll e 0

0Oublint lit boro

4XHamilton

, Aunt Pleas

.reenvillsSulphur P tnitSPrin

lasJefferson

mute, )GilmerMatruh

zototto0

ohachie

renertna

HearneHun

try/aftGr,

Georgetown

Genterl

Soc<icloohea )Lakin

wing on

tiJaser D.

San Marc

rounfola

s,Jsbeeo

lento

Port ArthurBaytown

elryLa Porte

',Texas City

GalvestonOGrnzales

N)4011

r/crestntle

antes DI),

Kenedy

ttr, Alela

Ycakum

meta0(orkteeel

3 Runge unuPalac s

San Diego

nandes

Falfana

trod,

I

c;l3;,,,s°FlarlingertKan Benitoeynosa

Brownsville

Aransas Pass

Corpus Christi-ttowa

Matatnoro

Freeport

tr

PERSONAL INTERVIEWS

TELEPHONE INTERVIEWS,

5:;

49